An Analytical Remuneration of Writing Skills Personal Statement - 5

An Analytical Remuneration of Writing Skills - Personal Statement Example Initially, it was an intimidating experience filled with apprehensions and anxieties. However, the encouragement provided by a highly competent and qualified instructor prodded me to endeavor to enhance my writing skills. Through observing grammatical rules and by indicating weaknesses in structure and form, I had begun to improve in terms of gaining confidence in writing and in applying the rules for effective writing. In this regard, it is my personal conviction that I am given the privilege to pass the UWSK course as a prelude to more gratifying writing experiences in the future. The UWSK accorded me with the opportunity to develop diverse skills pertinent to writing. One of the major skills learned was an observance of essay structures which encompasses important rules in grammar, including observance of correct spelling and punctuation marks. My initial essay (Out of Class Essay #1) on Illegal Immigration observed appropriate structure by presenting an introduction (which could actually be fairly long), a body (with arguments presenting claims and reasons) and an appropriate conclusion. I took ample time to clearly evaluate correct spelling and phrasing with the use of the required punctuation marks. I realize that there is still a tendency for me to lengthen my discussion of a particular topic creating the tendency to divert into another topic. Of course, one cannot be expected to come up with a perfect essay in a few tries. Another skill that has been developed through the UWSK course is the skill of introspection – the ability to contemplate on one’s thoughts and feelings prior to writing. As indicated in the standard instructions prior to any writing experience, one must brainstorm to gather thoughts, information, details of what I want to write, and how I plan to write these ideas in a structure which would assist the reader in understanding the message that I want to relay.

Contract Administration and Management -Contracting Officers Essay

Contract Administration and Management -Contracting Officers - Essay Example A PCOs value comes from identifying the best contractor for the job in consideration and ensuring that their compensation matches the work that they will provide. The second is the Administrative Contracting Officer (ACO), whose responsibilities include the administrative aspects of the contract, such as, monitoring the performance of contractors, inspecting and, subsequently, accepting supplies and services from contractors, and ensuring the payment of contractors occurs accordingly. The value of the ACO comes from the contract implementation in that s/he has to ensure that it occurs according to the predetermined terms and conditions (Stanberry, 2012). The third is the Contracting Officer’s Representatives (COR), also known as Contracting Officer’s Technical Representatives, whose responsibilities include assisting the contracting officer in ensuring that the performance of contractors reflects the terms and conditions of the contract. The value of the COR (or COTR) comes from providing guidance, as well as, technical advice with regard to the contract specifications, especially when dealing with service contractors. The fourth is the Termination Contracting Officer (TCO) whose responsibilities include ensuring that the termination of a government contract benefits the government or minimizes losses regardless of whether it is because of the contractor’s default or for government convenience. The value of a TCO comes from ensuring that the losses to the government from the termination are minimal (Stanberry,

The Great Sphinx Of Ancient Egypt English Language Essay

The Great Sphinx Of Ancient Egypt English Language Essay Over 4, 500 years ago, an impressive creature was carved out of limestone on the Giza Plateau, Egypt. This large animal is called the Great Sphinx, complete with a lions body and a humans head. After being buried in the sand for many years, it was uncovered, and its grandiose height and width were revealed (Dunn 2, 3). The sphinx was also given many other names found in the earliest forms of Egyptian writing (Butler 3). The Great Sphinx is a stone figure surrounded by loads of history, myths and characteristics that make up its meaning. What is the Great Sphinx? The body is about 65 feet tall and 200 feet in length. The face of it is 13 feet wide and its eyes are 6 feet high (TourEgypt 3). In comparison to Ancient Greek sphinxes, who were females with wings, Egyptian sphinxes were males. There are small traces of red paint on the cheeks; evidence of its once bright color. Although the nose and beard are missing and its face is battered, the expression is able to be read. The watchful eyes and smile are easily seen (Berg 8, 10). The possible reason for the missing nose and beard is stated in Christopher Bergs article. There are several stories explaining the Sphinxs famous missing nose; one is that it fell off when Napoleons archaeologists were investigating the statue; another is that the Mameluke army used the Sphinx for target practice, and a lucky artillery shot blew it off. Neither of these tales are true. The nose was probably removed in the 8th century AD by a Sufi who considered the Sphinx a blasphemous idol, but all that can be said for certain, based on the tool marks that remain, is that it was deliberately pried off with chisels. The face is possibly that of Khafre, a pharaoh from the fourth dynasty who built one of the largest pyramids on the Giza triad. Its face could also be that of Khafres older brother or another pharaoh down the line of ancestors. Different names given to the Sphinx back in the ancient Egyptian times include Hor-em-akht (Horus in the Horizon), Bw-How (Place of Horus) and Ra-horakhty (Ra of Two Horizons). Horus was one of the oldest and most significant gods in the religion of ancient Egypt. This deity was the patron god of living Pharaohs, rulers, law, war, young men and others. Horus was often depicted as a falcon-headed man (most commonly), a falcon, a lion with the head of a falcon or a sphinx. Horus was worshipped widely throughout Egypt and there were many stories and myths told about him. The sphinx ages back to the kings of the 4th Dynasty, maybe even to an older time (Gray 10). The Sphinx Stela, an inscription on the Sphinx that dated back to 1400 BC, is the oldest evidence that is given for the date. What is the history and origin of the Sphinx? People in that time period represented their pharaohs as lions because of their physical strength. The Sphinx was developed as a result of this high view they had of their leaders (Trifter 1). Also, a lot of other Egyptian kings worshiped the Great Sphinx because they didnt know where it came from (Berg 2). It lived most of its history covered in sand. The first uncovering of the Sphinx was by Thutmose IV, as it was stated on the Sphinx Stela. The pharaoh Thutmose IV, sleeping beneath the head of the statue, was told in a dream to dig up the body of the Sphinx. In reward he was told he would be made a great king. Thutmose immediately began digging up the Great Sphinx, restoring it to its former glory. The next time it was restored was not until the 20th century (Butler p. 2, para. 4, 5). As for the origin of sphinxes in general, it is suggested that they came from the Babylonians or other races before the idea was adopted from the Egyptians. Another theory suggests the Babylonians took it from the Egyptians. The Babylonians believed of a flood from the Persian Gulf that marked the beginning of the world and was ruled by the great creatures called sphinxes. Because of the Niles annually flooding, it is believed that the Babylonians could have had a similar flood. That would raise this theory in both places, Egypt and Babylon. Besides the Great Sphinx, other statues and sculptures of different types of sphinxes were found. This leads to the theory that the Sphinx of Giza was not the first of its kind (Nichols 108). Underneath the Great Sphinx is a series of tunnels, doorways, stairs and even a circular temple. The passageways into the tunnels are outside and to the side of the Sphinx, possibly meaning the Sphinx was built after the underground construction, or perhaps even before. Also, a secret subway is thought to be snaked underground, connecting Khafres pyramid and the Sphinx. Because Khafre built the pyramid close by with chambers and passageways, the Sphinx was thought to be built similarly. These interior chambers and tunnels inside the Sphinx were searched for, but only a few passages with dead ends were found. Erosion is a popular discussed piece of information over the Sphinx. The head of the creature is disproportionate to its body. This definitely has something to do with the erosion because the Egyptians always made their sculptures and statues with as much perfection and symmetry as possible. Some parts of the body give evidence for wind erosion. Other parts look as if it was eroded by water. In addition, its body is very much so eroded, whether in natural occurrences or not. Its head on the other hand, is not. This suggests rain fall that pooled around its upper body while covered in sand. Also, a flood could have had a part in the erosion, but this is not for sure. It is also made up of different kinds of sandstone and limestone which affected the rate and kind of erosion (Orcutt 7). Whatever the reality of the results of erosion, the Sphinx has surely been altered in its form over the many years of its life. The mystery of the Great Sphinx is a debated subject as it involves why, how and for who it was built. The exact purpose for its existence is not known. It was possibly a guardian statue, or a memorial to a Pharaoh or god, or in some cases, it was even thought to be an astronomical observation device (Gray 15). In the book The Sphinx Mystery, the author, Robert Temple, talks about the purpose for the Sphinx. He believes that originally, the Sphinx was a statue of the ancient Egyptian deity called Anubis. Instead of a lion, it was shaped like a dog. Anubis was the protector of the underworld, which the author believed was right at Giza. This information would link to the location of the Sphinx, as it sits in that same area (Coppens 3). The Sphinx was also thought to be the image of a god or even goddess, representing the worshiped idol of the place and time period. Since other sphinxes of different kinds have been found, the theory is that each of them represented a god of their own p lace and time (Hastings 768). Not only this, but some believe it was guarding a tomb or tombs from evil forces. This theory is not as known and used as other ones, but still, a possibility. Some researchers have even suggested that the Sphinx originated from Africans living in Egypt and did not originate from Egyptians at all. As for the builder, the common theory is that it was Khafre, the builder of a huge pyramid close by. Other theories suggest Khafres father, brother or older kings building it. During the reign of Khafre, Egypt was a prosperous place and many things were developed including the Sphinx. This time period could easily tie in with the construction of this great creature. Also, the time of Khafres older brother (another possible builder of the Sphinx) was in similar condition. As for the construction, the Sphinx was carved right out of the limestone bedrock by many workers of the Pharaoh of that time. Considering the lack of modern tools, this project would have required many laborers and very challenging work. The leftover rock was most likely used for other projects such as temples or pyramids (Butler p. 2, para. 1, 2). The Great Sphinx was an incredible creature built long ago, during ancient Egyptian times. Sitting in the Giza Plateau, it watches over the surrounding pyramids and in some theories, acts as a guardian. Representing a pharaoh and his deities, it was worshiped as a god itself at times. The builder and the date of construction are not valid facts, but many ideas are presented. Even though this great creature lived most of its life being eroded and covered by sand, it stands proud and tall, continuing to watch over its land. Many continue to marvel at its awesome form and mysterious origins. Works Cited Butler, Allen. A History of the Great Sphinx of Giza. Associated Content Associatedcontent.com. Allen Butler, 2 Feb. 2006. Web. 2 Oct. 2010. a_history_of_the_great_sphinx_of_giza.html?cat=37>. Dunn, Jimmy. The Great Sphinx. InterCity Oz, Inc Interoz.com Web Publishers, Marketers and Designer Where the Web Leads. 1996. Web. 2 Oct. 2010. http://interoz.com/egypt/sphinx.htm. Gray, Martin. Great Sphinx. Sacred Sites: Places of Peace and Power. 1983-2009. Web. 13 Oct. 2010. http://www.sacredsites.com/africa/egypt/great-sphinx.html. AKNsolutions.com. The Great Sphinx. Egypt Travel, Tours, Vacations, Ancient Egypt from Tour Egypt. 1996-2010. Web. 13 Oct. 2010. . Ghaz, Mr. The Long Lived Lion: How The Great Sphinx Survived The Sands of Times | Trifter. Trifter | Travelers Sharing Hotel, Travel, Flight and Destination Tips. 28 Mar. 2010. Web. 13 Oct. 2010. . Berg, Christopher. The Sphinx. Mazes, Educational Puzzles at Amazeing Art. 2001-2004. Web. 12 Oct. 2010. . Bayuk, Andrew. Guardians Sphinx. Guardians Egypt Main Gate. 1995-2005. Web. 12 Oct. 2010. . Coppens, Phillip. The Sphinx Mystery. Philip Coppens.com. Web. 27 Oct. 2010. . Orcutt, Larry. A Chamber Beneath the Sphinx? Catchpenny Mysteries of Ancient Egypt. 2000. Web. 30 Oct. 2010. . Nichols, John. The Gentlemens Magazine. Vol. 92. 1822. 2 Nov. 2010. Hastings, James. System of Synthetic Philosophy. Encyclopedia of Religion and Ethics. Vol. 22. Edinburgh: [s.n.], 1908. Print. First Rough Draft Abbie Dennett Over 4, 500 years ago, a creature was crafted out of limestone on the Giza Plateau, Egypt. This large animal is called the Great Sphinx, complete with a lions body and a humans head (Dunn 3). After being buried in the sand for many years, it was uncovered, and its grandiose height and width were revealed (Dunn 2). The sphinx was also given many other names found in the earliest forms of Egyptian writing (Butler 3). The Great Sphinx is a stone figure surrounded by loads of history, myths and characteristics that make up its meaning. What is the Great Sphinx? The body is about 65 feet tall and 200 feet in length. The face of it is 13 feet wide and its eyes are 6 feet high (TourEgypt 3). Although the nose and beard are missing and its face is battered, the expression is able to be read. The watchful eyes and smile are easily seen (Berg 8, 10). The sphinx ages back to the 4th Dynasty, maybe even to an older time(Gray 10). Different names given to the Sphinx back in the ancient Egyptian times include Hor-em-akht (Horus in the Horizon), Bw-How (Place of Horus) and Ra-horakhty (Ra of Two Horizons). These facts are simply characteristics of the Sphinx, not yet getting into the deeper meanings. What consisted of the history during the time of the Sphinx? The people back in that time represented their pharaohs as lions because of their strength. Because of this, the sphinx was invented (Trifter 1). The Great Sphinx lived most of its history covered in sand. The first uncovering of the Sphinx was by Thutmose IV. The pharaoh Thutmose IV, sleeping beneath the head of the statue, was told in a dream to dig up the body of the Sphinx. In reward he was told he would be made a great king. Thutmose immediately began digging up the Great Sphinx, restoring it to its former glory. The next time it was restored was not until the 20th century (Butler p. 2, para. 4, 5). A lot of Egyptian kings worshiped the Great Sphinx because they didnt know where it came from (Berg 2). The construction of the Great Sphinx is obviously the base of the entire project. The purpose of the Sphinx is not known, but there are many ideas as to what that might be. Possibly a guardian statue, or a memorial to a Pharaoh or god, or in some cases, it was even thought to be an astronomical observation device (Gray 15). As for the builder, the common theory is that of Khafre, the builder of a huge pyramid close by. Other theories suggest Khafres father or older kings built it (Bayuk 4). The process used to make the Sphinx was carving. It was carved right out of the limestone bedrock, brick by brick. The leftover rock was most likely used for other projects such as temples or pyramids (Butler p. 2, para. 1, 2). The Great Sphinx was an incredible creature built long ago, during ancient Egyptian times. Sitting in the Giza Plateau, it watches over the surrounding pyramids and in some theories, acts as a guardian. Representing a pharaoh, it was worshiped as a god at times. The builder and the date of construction are not valid facts, but many ideas are presented. Even though this great creature lived most of its life being eroded and covered by sand, it stands proud and tall, continuing to watch over its land. Comments: For only being this far in your writing, the number of citations seems to be disproportionately large.Organize your writing; some paragraphs are very disjointed and discuss several different topics. In several places you start to repeat yourself. See the comments in the margin. Works Cited Butler, Allen. A History of the Great Sphinx of Giza. Associated Content Associatedcontent.com. Allen Butler, 2 Feb. 2006. Web. 2 Oct. 2010. a_history_of_the_great_sphinx_of_giza.html?cat=37>. Dunn, Jimmy. The Great Sphinx. InterCity Oz, Inc Interoz.com Web Publishers, Marketers and Designer Where the Web Leads. 1996. Web. 2 Oct. 2010. http://interoz.com/egypt/sphinx.htm. Gray, Martin. Great Sphinx. Sacred Sites: Places of Peace and Power. 1983-2009. Web. 13 Oct. 2010. http://www.sacredsites.com/africa/egypt/great-sphinx.html. AKNsolutions.com. The Great Sphinx. Egypt Travel, Tours, Vacations, Ancient Egypt from Tour Egypt. 1996-2010. Web. 13 Oct. 2010. . Ghaz, Mr. The Long Lived Lion: How The Great Sphinx Survived The Sands of Times | Trifter. Trifter | Travelers Sharing Hotel, Travel, Flight and Destination Tips. 28 Mar. 2010. Web. 13 Oct. 2010. . Berg, Christopher. The Sphinx. Mazes, Educational Puzzles at Amazeing Art. 2001-2004. Web. 12 Oct. 2010. . Bayuk, Andrew. Guardians Sphinx. Guardians Egypt Main Gate. 1995-2005. Web. 12 Oct. 2010. . Second Rough Draft Abbie Dennett Over 4, 500 years ago, a creature was carved out of limestone on the Giza Plateau, Egypt. This large animal is called the Great Sphinx, complete with a lions body and a humans head. After being buried in the sand for many years, it was uncovered, and its grandiose height and width were revealed (Dunn 2, 3). The sphinx was also given many other names found in the earliest forms of Egyptian writing (Butler 3). The Great Sphinx is a stone figure surrounded by loads of history, myths and characteristics that make up its meaning. What is your thesis statement? What is the Great Sphinx? The body is about 65 feet tall and 200 feet in length. The face of it is 13 feet wide and its eyes are 6 feet high (TourEgypt 3). There are small traces of red paint on the cheeks; evidence of its once bright color. Although the nose and beard are missing and its face is battered, the expression is able to be read. The watchful eyes and smile are easily seen (Berg 8, 10). The possible reason for the missing nose and beard is stated in Christopher Bergs article. There are several stories explaining the Sphinxs famous missing nose; one is that it fell off when Napoleons archaeologists were investigating the statue; another is that the Mameluke army used the Sphinx for target practice, and a lucky artillery shot blew it off. Neither of these tales are true. The nose was probably removed in the 8th century AD by a Sufi who considered the Sphinx a blasphemous idol, but all that can be said for certain, based on the tool marks that remain, is that it was deliberat ely pried off with chisels. The face is possibly that of Chephren, a pharaoh from the fourth dynasty who built one of the lagest pyramids on the Giza triad. Different names given to the Sphinx back in the ancient Egyptian times include Hor-em-akht (Horus in the Horizon), Bw-How (Place of Horus) and Ra-horakhty (Ra of Two Horizons). The sphinx ages back to the kings of the 4th Dynasty, maybe even to an older time(Gray 10). Sphinx Stela, an inscription on the Sphinx that dated back to 1400 BC, is the oldest evidence that is given for the date. These facts are simply characteristics of the Sphinx; not yet getting into the deeper meanings. What is the history of the Sphinx? People in those days represented their pharaohs as lions because of their physical strength. The sphinx was developed as a result of this high view they had of their leaders (Trifter 1). Also, a lot of other Egyptian kings worshiped the Great Sphinx because they didnt know where it came from (Berg 2). It lived most of its history covered in sand. The first uncovering of the Sphinx was by Thutmose IV, as it was stated on the Sphinx Stela. The pharaoh Thutmose IV, sleeping beneath the head of the statue, was told in a dream to dig up the body of the Sphinx. In reward he was told he would be made a great king. Thutmose immediately began digging up the Great Sphinx, restoring it to its former glory. The next time it was restored was not until the 20th century (Butler p. 2, para. 4, 5). The mystery of the Great Sphinx is a debated subject as it involves why, how and for whom it was built. Chambers and tunnels underneath the Sphinx were thought to exist, but this is also a mystery. Its purpose is not known. Possibly a guardian statue, or a memorial to a Pharaoh or god, or in some cases, it was even thought to be an astronomical observation device (Gray 15). In the book, The Sphinx Mystery, the author, Robert Temple, talks about the purpose for the Sphinx. He believes that originally, the Sphinx was a statue of the ancient Egyptian deity called Anubis. Instead of a lion, it was shaped like a dog. Anubis was the protector of the underworld, which the author believed was right at Gizeh, which would also make sense for the location of the Sphinx (Coppens 3). As for the builder, the common theory is that it was Khafre, the builder of a huge pyramid close by. . Other theories suggest Khafres father or older kings built it. Because of Khafres pyramid, which contains two cha mbers, the Sphinx was also thought to have an entrance or a chamber. Only three entrances were found, but they were dead ends (Orcutt). The Sphinx was carved. It was carved right out of the limestone bedrock. The leftover rock was most likely used for other projects such as temples or pyramids (Butler p. 2, para. 1, 2). The Great Sphinx was an incredible creature built long ago, during ancient Egyptian times. Sitting in the Giza Plateau, it watches over the surrounding pyramids and in some theories, acts as a guardian. Representing a pharaoh, it was worshiped as a god at times. The builder and the date of construction are not valid facts, but many ideas are presented. Even though this great creature lived most of its life being eroded and covered by sand, it stands proud and tall, continuing to watch over its land. Comments: Looks like you are still having an issue with getting to a full five pages. In your works cited, I dont see any reference to hard (library) books, nor to a National Geographic magazine. Again, suggestions to lengthen this would include comparing to other sphinxes around the world (I believe I have heard of something similar somewhere, but the location escapes me just now), and further relating it to one of the nearby pyramids. Try Googling Babylonian Sphinx for starters.

The Power Areas of Life :: Of Water and the Spirit African Culture Essays

The Power Areas of Life The significant elements in Of Water and the Spirit were the elements that contrasted starkly with the modern world. There were many aspects of the Dagara culture that were alien to my culture. The use of and belief in magic and the supernatural ama zed me. I found an absence of secularism in the African society. The Dagara's inability to distinguish between thought and reality stunned me. The element that I chose to talk about is the strong bond displayed between the very old and the very young. This element plays a significant role in Malidoma's story, and it really made me consider the values in my society. Malidoma established the importance between the young and old early on in his narrative. He identified these two ages as the two power areas of life. In African culture the young children spend the majority of their time with their grandparents. Th ey are responsible for the rearing of the child. This relationship is established so that the child can learn from his or her wise grandparents. The bond is also important because if it is strong enough, it can be a bridge between the world of the livin g and the dead after the grandparent has passed away. Malidoma's grandfather was a very real part of Malidoma's life even after his grandfather's death. When Malidoma was in the seminary, the only tie that he had to his people and culture was his grandf ather. His grandfather, even though he had died when Malidoma was very young, was the steady and supportive force throughout Malidoma's life. When Malidoma was young he spent huge amounts of time with his grandfather. The thing that Malidoma really emphasized about their relationship, was that his grandfather always talked to him as if he were an adult. No one else treated Malidoma as if he were an adult; their bond was special. Malidoma was referred to as a brother by his grandfather. This bond of brotherhood between the elderly and child is stronger than death. In a way, it is strengthened by death. The French colonial rule was able to completely disconnect Malidoma from his family and culture. They alienated him so much, that after fifteen years away from his village, he couldn't reconnect with his people without undergoing the extensive initiation ceremony. The bond with his gra ndfather was unscathed by life with the Jesuit priests.

Internet as a Learning Tool

International Journal of Computing and Business Research ISSN (Online) : 2229-6166 Volume 2 Issue 2 May 2011 INTERNET AS LEARNING TOOL: INDIAN ENGINEERING STUDENT’S PERCEPTION Vandana Sharma [1], Rishu Chhabra[2] 1 2 Education & Research, Infosys Technologies Limited, Mysore, Karnataka, India Department of Computer Science & Engineering, Chitkara University, Punjab, India, ABSTRACT Our global economy now relies on brainpower and innovation rather than manual labor and raw material as a generator of wealth and good education has become the key part in shaping the success of the countries.Over the last decade, t h e I T revolution has brought in advancement that shows increasingly visible effects on the education with the birth of online education. First student community realized the effect of the internet on their education. Invention of internet has removed all the barriers to learning. The scope of this paper is to analyze the north Indian engineering student’s percep tion about internet as learning tool effects of internet on them in perspective of their relations, education, entertainment and and socialization.Technology can have both positive and negative consequences on people in different walks of life at different times. Now necessity is to understand the true impact of it so that everybody gathers benefits that yield a healthy mind. In this paper, with the help of an empirical study it was inspected that whether the contacts via e- mail, online chatting and availability of information through Internet would lead our students in a better learned and connected individual. Study also examines the kind of learning mode students prefer.These issues are discovered in detail and suitable solutions are proposed to counter the negative effects of internet on students. Keyword: Internet, education, learning tool INTRODUCTION Internet is a tool for the improvement of learning. A textbook which was a traditional learning tool are now out of date as in ternet moves quickly and provides updated information and includes a wide variety of International Journal of Computing and Business Research ISSN (Online) : 2229-6166 Volume 2 Issue 2 May 2011 international sources. Now learning has a greater reliance on information acquired from the internet rather than from textbooks.Dependence on this tool has increased exponentially and unbelievably. Social, geographical, economical barriers are disappearing as students interact worldwide. The technological revolution has a faster and deeper impact on more and more lives. This has further increased with the improvement of technology. Venkatesh [1] surveyed in his paper that all technologies create an impact of s o m e k i n d . For example, the television technology has had an influence on the media habits of the public, their attitudes and behavior towards entertainment and the interaction between family members.Cole [2] assessed the requisite of Internet as a mainstream medium t h a t m a y s o o n b e a s prevalent a s television although pace of its diffusion seems much faster. Kraut e t al [3] conducted a longitudinal study on the effects of Internet on social involvement and psychological well-being. Their findings show that the greater use of the Internet was significantly related with decreased community within the family, a decrease in local social network and loneliness and depression. In a report of SIQSS, [4] N.Nie has also continued with the negative consequences of the Internet that are similar with the outcomes of the Kraut group. Katz and Aspden [5] made a survey using 2500 respondents, 8 percent of them were Internet users. Comparing users with non-users, they establish no evidence t h a t t h e u s e o f i nternet reduces people’s membership in social and religious organizations. Among users, more use of the Internet was related with additional contact with family members and an increased involvement in online communities. This survey contradicts the discoveries presented in [4] and [5].Wellman [6] made a survey on â€Å"the National Geographic Society website† and came out wi t h t h e s u g g es t i o ns t hat t h e I n t er n e t can be used for increasing interpersonal connectivity and organizational involvement. Not only can expose people to more inf ormation and more contacts, it can reduce commitment to community. However, this increased connectivity and involvement. In 2009 there were nearly 81,000,000 users of internet in India. There are many studies available at global level about the impact of internet on students but studies about Indian engineering students are not available.INTERNET IN EDUCATION There are number of main advantages of using internet for education [7] A . Flexibility and Variety The flexibility of the internet is possibly the greatest advantage for online education. Websites, interactive activities, lecture notes, videoconferencing, webinars, chartrooms, and blogs, online education studen ts and their educators can interact in ways that are already known to them. Internet provides user friendly interface International Journal of Computing and Business Research ISSN (Online) : 2229-6166 Volume 2 Issue 2 May 2011 to user and new users also feel more comfortable with time B.Ease and Low Cost of Access Internet has defeated the distance barrier for learning. Students need not to move to gain knowledge. It has become easy and affordable for everyone from a rural area student to a working professional. For the purpose of interactive courses and videoconferencing rural students are facing problem and this still requires attention C. Ease and Low Cost of Setting Information Online Email, chat and interactive online meeting has become new way of learning. Information regarding a course is all available online. This is not only accessible but is affordable for institutes also.Records are available for 24X7 for any time use. D. Ease of Updating Information Online Information up dation is easier than revising a textbook. Results can be displayed just after an exam. A new course is easy to add. New research or finding can become part of syllabus instantly. In [8] Aytekin ISMAN, Fahme DABAJ studied students-teachers’ perceptions and attitudes towards internet based on various parameters. It was concluded that at education cycle of students concentrate more to learn internet alternatives and functions for getting great positive benefit their future life by adapting contemporary trends.In [9] Hong etal studied . Students' attitudes toward the use of the Internet for it is important that students should b e exposed learning at a university in Malaysia and showed that to this web based learning so that they could get benefit from Web-based courses and Web-assisted conducted in their field of specialization by the various departments. PURPOSE OF THE STUDY The purpose of this research was to collect information about the impact of internet on learning of eng ineering students. This study is directed to answer following questions: †¢ †¢ †¢ What is the attitude of students towards using internet for their course contents?Do the students prefer using internet over books? Does internet builds confidence in students by helping them in presentations etc.? METHODOLOGY The research instrument in this study was a questionnaire. There were total of 20 questions in this questionnaire each with five selections of response from â€Å"Strongly Agree† to Strongly Disagree†. Questions were divided into four categories. In first category questions were framed to measure student’s attitude toward International Journal of Computing and Business Research ISSN (Online) : 2229-6166 Volume 2 Issue 2 May 2011 he use of internet for their course purpose. Sample question for this category is â€Å"With the help of internet I am able to collect more study material â€Å". Second category asks students about their preference of internet over books. Sample question for this statement is â€Å"For study purpose I prefer spending time on internet surfing rather sitting in a library â€Å". Third category measures the student’s attitude for internet as a tool of confidence builder. Sample question is â€Å"Internet has boosted my confidence as I am able to present my reports, seminars etc. n better wayâ€Å". In the last category miscellaneous questions were asked to get student opinion about group learning through internet using blogs and discussion forums, their time spent on internet etc. As all students were engineering students, questions were not asked to measure their basic knowledge and skills of the internet. Population under investigation included 100 students of Computer Science & Engineering of a Wifi enabled engineering institute campus. All students use Laptop and Internet on daily basis. RESULT AND DISCUSSION A.Student’s attitude towards using internet for their syllabi There were four questions under this category. For each statement responses were coded 2 for â€Å"Strongly disagree â€Å"to 5 for â€Å"Strongly agree† and 1 for â€Å"No opinion†. Thus the scores for each student on the statement ranges from 8 to 20. Scores from 8-10, 12-16 and 17-20 were classified as having â€Å"negative† ,†neutral† and â€Å"Positive† attitude towards the use of internet for learning. Table 1 shows the result. Table1. Student’s attitude towards using internet for learning. Scores 8-10 12-16 17-20 Attitude Negative Neutral Positive Frequency 2 58 40B. Student’s preference of internet for study material over the books For each statement responses were coded for 2 â€Å"Strongly disagree â€Å"to 5 for â€Å"Strongly agree† and 1 for â€Å"No opinion†. Thus the scores for each student on the statement range from 10 to 21. Scores from 10-14, 1517 and 18-21 were classified as â€Å"do not prefer us ing internet â€Å",†no preference† and â€Å"prefer use of internet† over books. Table 2 shows the result of student’s preference of internet over books International Journal of Computing and Business Research ISSN (Online) : 2229-6166 Volume 2 Issue 2 May 2011Table2. Student’s preference of internet over books Scores 10-14 15-17 18-21 Preference Frequency Do not 15 Prefer No 48 preference 37 Prefer C. Student’s attitude towards internet as a confidence builder For each statement responses were coded 2 for â€Å"Strongly disagree â€Å"to 5 for â€Å"Strongly agree† and 1 for â€Å"no opinion†. Thus the scores for each student on the statement range from 2 to 10. Scores from 2-4, 5-7 and 810 were classified as having â€Å"Negative â€Å",†Neutral† and â€Å"Positive† attitudes towards the use of internet for learning.Table 3 shows the attitude of students toward internet as confidence builder. Table3. St udent’s attitude towards internet as a confidence builder. Scores 2-4 5-7 8-10 Attitude Negative Neutral Positive Frequency 11 31 58 Despite of the fact that the students in this survey were from computer science & engineering stream half of the students find it difficult to understand all the terms on WebPages. 90% students spend 1-5 hours on internet. 66% students use blogs and discussion forum for the solution to their technical problems.Only 8% students disagree that internet can be helpful in group learning. 79% students consider that mixture of online course and classroom course will be better for learning process. 84% students feel that internet helpful to prepare them for examination. 71% students do not find internet adding to laziness. 51 % students believe that the use of internet has decreased the verbal communications among themselves. Internet has positive impact on learning domain but has negative impact on social aspects of a student’s personality.Thoug h students realize this they should indulge more in social interactions and activities. Institutes should hold seminars time to time to make students aware about the importance of internet as learning tool. Institutes should encourage group learning through internet and should promote the use of blogs for learning purpose. Courses should be designed in blended format of classroom and online teaching. As result of this survey showed that more Indian students are opting online books as compare to paper book so use of online bookInternational Journal of Computing and Business Research ISSN (Online) : 2229-6166 Volume 2 Issue 2 May 2011 reading devices should be promoted. The use of such devices is user friendly. CONCLUSION In this paper result of the survey of use of internet as learning tool by engineering student has been presented. Engineering students are using computer and internet on daily basis. Maximum students find internet a very useful tool for their studies. Students prefer online books and study material. They find internet helpful to boost their confidence for presentations and reports.Engineering institutes should promote the use of internet as a learning tool and should provide infrastructure to facilitate the students. Students also feel that excess use of internet may cause some socialization problems. REFERENCES [1] A. Venkatesh, A c onceptualization of Household/Technology Interactions, Advances in Consumer Research, Vol. 12, 189-194, 1985. [2] J. I. Cole, The Impact of the Internet on Our Social,Political and Economic Life, The UCCLA Center for communication Policy, 2000. [3] R. Kraut, M. Patterosn, V. undmark, S. Keisler, T.Mukophadhyay and W. Scherlis, Internet Paradox: being? , a Social Technology that Reduces Social Involvement and PsychologicalWell53(9),1998a. American Psychologist, [4] N. Nie, Study of social Consequences of the Internet, Stanford Institute of the Quantitative Study of Society (SIQSS), 2000. [5] J. Katz, and P. Aspden, Motivations for and Barriers to Internet Usage: Results of a national publicopinion survey,Internet Research-Electronic 170, 1997. [6] B. Wellman, A. Q. Haase, J. Witte, K. Hampton, Does the Internet Increase, Decrease, or Supplement Social Capital?Social Networks,Participation, and Community Commitment, The Internet in Everyday Life, American Behavioral Scientist, 45(3), 437-456, 2001. [7]http://www. college-university- directory. com/internet_1. html [8] Aytekin ISMAN, Fahme DABAJ, Attitudes of Students Towards Internet,Turkish Online Journal of Distance Education-TOJDE October 2004 ISSN 1302-6488 ,5 (4) [9] Kian-Sam Hong, Abang Ahmad Ridzuan , Ming-Koon Kuek , Students' attitudes toward the use of the Internet for learning: A study at a university in Malaysia. networking Applications and Policy, Vol. 7(3),

Narrative Report Girl Scout Essay

INTRODUCTION The Girls Scout of the Philippines Visayas Regional Junior, Senior and Cadet Encampment was held at Marina Yulo-Vargas Regional Program and Training Center or Commonly known as Camp Marina, Located at Capitol Hills, Cebu City last October 22-27, 2014. GSP is indeed a labor of love, sacrifices and dedication of the combined effort of scouters, adult leaders, school administration and the council for the purpose of the following: 1. Acquiring new learning experience with the opportunity to develop sel-stem, confidence, creativity and life skills, 2. Discover and enhance their full potential and learn to relate with other girls in camp, 3. Acquire knowledge and skills on first aid and emergency preparedness with the opportunity to respond real situation that require them to use basic human survival skills, 4. Stimulate real enjoyment and appreciation of the out-of-doors through varied and interesting activities offered during the encampment. Southern Leyte Council registered 16 senior girl scout and 5 adult leaders headed by one council executive Marlita D. Corollo. The campers must be physical fit; must have earned at least one badge each under the challenge of environment, preparedness, Arts, eco-self-sufficiency, Heritage and Citizenship; and she must attended a troop/patrol camp/ provincial camp prior to this encampment. The encampment covers six (6) days of staying under the forest, sleeping on the tent with series of challenges and activities everyday. DAY TO DAY ACTIVITIES DAY 1, OCTOBER 22, 2014 (WEDNESDAY) ARRIVAL†¦. MORNING: The central staff welcomes the delegates and gives directions on how the campers could reach their sub-camps. Each sub-camps director guides and directs the campers under her jurisdiction to reach our respective area. Markers are used to designate the area for each delegation. Southern Leyte Council belongs to sub-camp Milagros together with Ilo-ilo, Negros Oriental and Northern Samar. Each council was responsible for making our area comfortable. We were put up tents, gadgets as part of the layout. We put some caption at the entrance of our area to identify the council we belong. Everyone were helping each other and do the task well in building our tent and making our area accommodating and comfortable. The head of the Southern Leyte Council were registering the girls with the secretariat. After registration the campers proceed to our area for the lunch. AFTERNOON: Medical re-check shall be done on the first day afternoon. The adult leaders were lead the campers to the infirmary area and present their Health Examination Forms to the Camp Physician upon examination to make sure that the campers were physically fit for the series of challenges and activities. EVENING: The orientation was given by the central staff. The details about the program of activities, food services, accommodation, management and other services as well as the camp mechanics were thoroughly explained by the staff in that orientation. The campers were feel free to ask questions if they were need further clarification on certain matters. DAY 2 OCTOBER 23, 2014 (THURSDAY) MORNING: At 7:30 AM the campers were in the grounds for the rehearsal of the opening ceremony, because they were forming 50 which represent 50 year anniversary  of Camp Marina.  At 9:00 AM the campers were in the actual area wearing their type A uniform for the Opening Ceremony. The central staff was sitting on the stage together with the guest speaker while the scouters and the adult leaders were on the ground forming 50. Each council was required to introduce their troop in the form of yell. The ceremony was ended at 12:00 noon. AFTERNOON: The first activity was all about Emergency Preparedness. It was held at the administration building. They were teach us on what to do during emergency, what are the things to prepare before the typhoon and other calamities come. After the discussion, we were doing the drill. EVENING: After taking our supper we proceed immediately on the covered court for the Council Extravaganza. Each council are required to present one presentation. For the Southern Leyte Council, a modern dance number were presented headed by the Dulfo twin sister. DAY 3 OCTOBER 24, 2014 (FRIDAY) MORNING: At exactly eight o’clock we were already at the covered court because the girls were very excited to do the activity no.2 which was all about ballroom dancing. The first move that the dance instructor taught us was the chacha, next in line was boggie, followed by zumba. That time I think, we were burn 1000 calories, fats and lipids because of so many sweats comes out from our body and so much fun. AFTERNOON: Activity no. 3 was the handicraft. At the back of the National Equipment Services (NES) building is a small auditorium, where the handicraft activity was held. Each girl were given a task to make any accessories using the  given accessories paraphernalia. Most of our girls make bracelets and some of them make necklace. EVENING: The most awaited part of the camping is the campfire. Everybody was gathered in front of the covered court to witness the campfire. Every sub-camp were required tp present a dance number which represent the culture and tradition of the place where they belong. The sub-camp 1 present a sinulog dance festival, the sub-camp 2 were present an ati-atihan festival and the sub camp 3 where we belong presents dinagyang festival. The girls from So. Leyte council wearing a type B uniform with malong, barefooted joined the dinagyang festival together with Ilo-ilo and the rest of the members of the sub-camp. The fire was lighted by the Regional Executive Director Mrs. Aida Saromines together with Mrs Ruth T. Jarantilla the Regional Vice Chairperson. DAY 4 OCTOBER 25, 2014 (SATURDAY) MORNING: Right after the breakfast of the girls they were proceeds to the top of the hill to perform the activity no. 4 which was all about mural painting. Southern Leyte was represented by Anna Henli and our very own Daphne Doris Jacka to do the mural painting while the other girls were the assistants and observer of their painting. The whole morning was not enough to do the task. The two were going down to take their lunch. AFTERNOON: After eating, the two were go back to work immediately, but trouble were happen because one of the girl from Maasin City change the work of Anna and Daphne totally while they were taking their lunch in the tent, this made the whole council shocked. Tears was falling down on the face of the two because many people were admired the work of Anna and Daphne but suddenly it was change by Inna. Until such time that the allotted time for mural painting  was up, so they do not have a chance to change it back. Sadness†¦..sadness†¦.sadness†¦. occur in the camp. At 5:00 o’clock we were going again to the top to attend the Holy mass which was an anticipated Sunday mass. EVENING: Inter-camp Visit was the event for that night but the girls are seems not interested anymore due to the trouble that had happen in that afternoon. The adult leaders were encourages the girls to nevermind that trouble because that was part of growing up and still do the task and perform it well. DAY 5 OCTOBER 26, 2014 (SUNDAY) MORNING: As early as five thirty our girls were ready for the scouts own. It is a solemn ceremony for the Girl Scout.  Right after the ceremony, we were took our breakfast immediately because we were excited for the tour which was the last activity of the encampment. Before seven o’clock we were on the top of the hill waiting for the bus to take us a ride for the tour. We were passing by the Cebu Capitol and Pari-an. The first place that we visit was the Fort San Pedro, commonly known as â€Å"Plaza Independencia† Then the next stop was Sto. Nià ±o de Cebu, then going to the South to visit the Chapel of Pedro Calungsod, and the last was the roaming around the Ayala Center of Cebu. While touring ourselves, everybody were so much fun, enjoyed and busy on taking pictures†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Click†¦Ã¢â‚¬ ¦click†¦Ã¢â‚¬ ¦click†¦.. AFTERNOON: Back to the camp at almost 1 o’clock, and take our lunch from Jollibee. Chicken joy†¦Ã¢â‚¬ ¦ hhhmmm†¦ yummy†¦Ã¢â‚¬ ¦. At two o’clock the closing ceremony was done†¦Ã¢â‚¬ ¦. Then home sweet home†¦. Joining the Visayas Regional Junior, Senior and Cadet Encampment was so fantastic and awesome experience which we will never forget forever. Through this memorable experience we were grow towards a responsible girl scout and become a better person and a good leader soon†¦Ã¢â‚¬ ¦ It is indeed a labor of love, sacrifice and dedication.

Business Leadership

Business Leadership Leadership Development Contemporary business management strategies require businesses to have proper leadership and effective resources utilization; leaders are mandated with the task of enacting strategic management policies that will enable their organization attain competitiveness.Advertising We will write a custom proposal sample on Business Leadership specifically for you for only $16.05 $11/page Learn More Organization should have programs to develop leadership skills in their human capital; organization with effective leadership development programs have smooth transition and succession plans (Milkovich Newman, 2006). This paper outlines a program of leadership development in contemporary business environments. Literature review Leadership development Management scholars are of the opinion that every human being has some potential to lead and influence others; however, the skills and capability need to be natured and developed. Emphasis on leadership development appeared in the 1980’s in the era of strategic management concept development. Since then the area has undergone numerous developments with management gurus coming up with new approaches. Leadership development entails enacting policies that will assist employees to get the confidence and loyalty required for making quality business decisions. When leadership has been developed in an organization, it facilitates the growth of employee’s innovativeness, and inventiveness; there is much relationship between employees’ empowerment, their creativity and innovativeness (Paauwe, 2009). Collaborative leadership development structures To develop leadership skills within an organization, management has the role of creating appropriate working environment that will build the skills, have the patient of seeing employees develop and utilize their leadership skills. There has been dramatic shift of knowledge; economies have generated a flurry of interest in workp lace creativity and innovation; focused on the need to develop the intellectual leadership capacity of employees in the wave to develop their leadership skills. When having leadership development programs, managers should focus on nurturing, coaching, developing, and training their human capital on the best leadership/management styles.The changing business environments have called for the need to have highly empowered staff to participate in decision making; with the calling, leaders have no option other than to develop effective leadership programs.Advertising Looking for proposal on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Today’s business environment requires organizations to develop strong capabilities to innovate for long-term success and survival. This requires businesses to develop creative work environment and develop innovative products and services; the above competitive traits can only occur if the management has enacted effective skill development and leadership development programs. Creative work environments are required for empowerment of employees since they are the platforms that empowerment dwells on; they should be given a chance to utilize their decision making capacity as this will facilitate growth in their leadership skills. Management gurus ascertain that creativity and innovation can be viewed as closely related constructs as they exhibit significant overlap in characteristics; to facilitate the discussion presented in the later part of this section, it is imperative to have a clear understanding of the two constructs. When enacting leadership development programs, there is need for collaboration of all leadership positions to create a good nurturing environment. Employees should be given a chance to participate in decision making as this improves their confidence and grows their intellectualism (McGoldrick, Stewart Watson, 2001). Conclusion When im plementing an effective leadership development program in an organization, management should engage their subordinates in decision making and giving them favorable working environment that facilitates the growth of their intellectualism. Business leaders should nurture, coach, train, and guide their employees on the best decision making approach as leadership entails making quality, reliable, timely, and responsive decisions. References McGoldrick, J., Stewart, J., Watson, S. (2001). Theorizing Human Resource Development. Human Resource Development International, 4(3), 287-290Advertising We will write a custom proposal sample on Business Leadership specifically for you for only $16.05 $11/page Learn More Milkovich, T.,Newman, J. (2006). Compensation. 8th ed. New York: McGraw-Hill. Paauwe, J. (2009). HRM and Performance: Achievement, Methodological Issues and Prospects. Journal of Management Studies, 46 (1), 123